Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers

By I. Bakkenes, Jan D. Vermunt, T. Wubbels. 2010

498 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fc04cf0eb7a0592e3af0ea714560f67bf98f5ccc

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Professional development through lesson study: teaching the derivative using GeoGebra (2015, background): “Research outcomes show that improvements of teaching and learning depend on structured conditions of required curriculum changes that build on the experiences over years (Bakkenes et al. 2010, Buczynski and Hansen 2010).”
Innovative behaviour: how much transformational leadership do you need? (2018, unknown): “As a type of informal learning (Bakkenes, Vermunt and Wubbels, 2010), knowledge sharing helps employees to gain new insights, as it is usually relevant to specific work needs and divisible into small time chunks (Hoffman, 2005).”
Co-teaching as a context for teachers' professional learning and joint knowledge construction (2012, background): “This study adds to earlier work carried out in Europe (Bakkenes et al., 2010; Leat et al., 2006) by presenting in more detail a process in which two teachers felt confident about sharing ideas and experimenting in the classroom.”
Lesson Study: professional development (PD) for beginning and experienced teachers (2019, background): “Class enactment, during which the students are observed, of collaborative prepared lessons leads to changing insights and practices (Bakkenes et al. 2010).”
A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward (2017, background): “Important explorations in this regard have been carried out in the context of teacher education, internships, and more informal learning contexts (e.g. Bakkenes et al. 2010; Endedijk et al. 2012; Vrikki et al. 2017).”
Teachers' engagement in professional learning: Exploring motivational profiles (2014, background): “…activities that also distinguished between individual versus collaborative activities, formal and informal activities, and receptive and constructive activities (Bakkenes et al., 2010; Hoekstra, Korthagen, Brekelmans, Beijaard, & Imants, 2009; Lohman & Woolf, 2001; Vermunt & Endedijk, 2011).”
Teachers’ professional development: a theoretical review (2012, background): “According to Bakkenes, Vermunt, and Wubbels (2010), innovations in school have failed too often because teachers’ learning was not considered.”
Teacher learning in the context of a continuing professional development programme: A case study (2015, unknown): “…of the VIT meetings' videotaped observations, descriptions of the teachers' learning and regulation activities were interpreted in terms of the problematic aspects of learning, and the regulation activities from the literature (Bakkenes et al., 2010; Endedijk et al., 2012; Zimmerman, 2006).”